Uplands Pre-School

Inspection of Uplands Pre-School Uplands Community Centre, Ashburnham Way, Lowestoft, Suffolk NR33 8LJ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive at this pre-school. Staff provide outstanding, high-quality learning experiences for all children that are expertly planned and driven by staff's skilful, reflective approach. They adapt the environment to ensure that all children benefit from the best possible learning opportunities. Teaching is expertly tailored to individual needs, enabling all children, including those with special educational needs and/or disabilities (SEND), to make exceptional progress. Staff show strong commitment to supporting children's individual learning through responding to their interests and ongoing evaluation of practice.

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The provision is outstanding

Staff have a clear vision for excellence and a commitment to the holistic development of all children. They have extremely high expectations for children's social skills, independence and creativity and encourage children to be 'their own pilots' in their learning. The curriculum is clearly focused and extremely well structured. Staff provide a wealth of opportunities for children to explore their own learning through carefully planned resources. Staff share a vision for children's learning and development, resulting in a stimulating, exemplary environment, where all children are highly engaged and motivated to achieve their very best, both indoors and outdoors. As a result, children receive a consistently high standard of teaching from the moment they begin their day.

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need to do better?

n Routines are well embedded. Staff skilfully use music and clear visual cues to support children to seamlessly navigate daily routines, which are firmly established and consistently followed. Children demonstrate remarkable awareness of what is expected of them. They line up calmly to transition outdoors and confidently anticipate the next steps during snack and lunchtime. For example, as children finish their snack, they independently self-select books while waiting for their peers to be ready to go outside. This means that children benefit from a well-structured day, which supports their understanding of staff's high expectations and ensures that children are always learning. n Children's behaviour is exceptional. They show patience and empathy towards their friends. They share, take turns and confidently resolve minor conflicts independently. For example, during their role play as they negotiate who will

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need to do better?

drive to the zoo, they remind each other of the importance of sharing as they work together to find a solution that ensures everyone feels included and valued. This reflects the highly positive culture within the pre-school, where children flourish in an environment of mutual respect and cooperation. n Through their 'Little explorers educational circle time', staff skilfully research, create and embed learning for children. For example, staff provide detailed teaching to children on a vast array of topics that include shapes, space and

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need to do better?

10 July 2025 knowledge of hedgehogs. Children link their learning to their everyday experiences as they ask, 'Are we hibernating?' and enthusiastically share knowledge, such as 'Do you know Mercury has no moons?' As a result, through this highly effective area of the rich curriculum, staff extend children's knowledge, develop and expand their vocabulary and strengthen their mathematical understanding. n Outdoor learning is exemplary. The exceptionally well-designed woodland environment enables children to engage in meaningful exploration and discovery. Children investigate wildlife, such as spiders and snails, and are keen to tell how birds lay eggs. They make ice cream in the 'pallet fort,' paint on easels and dig and fill wheelbarrows in collaborative play. They share books to embed their knowledge of the natural world. Children make potions with herbs that they have grown in the pre-school garden in the mud kitchen and learn about the history

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need to do better?

of caravans and role play within their own caravan. As a result, children's physical development, literacy and mathematical skills are strongly promoted as adventure, nature, play and learning are seamlessly interwoven. n Parents are keen to express that staff 'do an outstanding job', the facilities are fantastic and that staff are so accommodating. They comment that their children benefit from a wide range of enriching experiences with visits from fire engines and paramedics. Parents feel thoroughly supported and informed about what their children are learning and the progress they are making towards their next steps. They comment how lovely it is that all the children play well together.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 251701 Local authority Suffolk Inspection number 10398764 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 35 Number of children on roll 46 Name of registered person Uplands Pre-School Committee

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reference number

Telephone number 01502 513329 Date of previous inspection 7 November 2019

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Information about this early years setting

Uplands Pre-School registered in 1993. The pre-school employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday, term time only. Sessions are from 8.15am until 3.45pm. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together and talked to the inspector about what they wanted children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, and assessed the impact it was having on the children's learning. n The manager and the inspector carried out a joint observation and held a discussion. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the pre-school. n Children spoke to/communicated with the inspector during the inspection. n Parents and grandparents shared their views of the pre-school and the inspector.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

10 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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